PHINMA University of Iloilo
Rizal St, Iloilo City Proper
Analyzing the Experiences in Online Learning
of Eleventh Graders in PHINMA University of Iloilo
Prepared By:
Palit, Ivan James
Barrido, Francesca Michaela
Itabag, Zhanelle Mae
Jolito, Kriszel Jay
Castillano, Jera
Gomito Jr, Richard
Escosar, Jan Roem
CHAPTER 1
Background of the Study
With the sudden change in an environment with the new Coronavirus, Online
learning has become a promising solution for the education sector all over the
globe. Despite gaining popularity of online learning with the emergence of the
internet, and new technology students are more inclined towards the traditional
face to face learning rather than online learning before COVID-19 (Publisher, 2014).
According to Hopkins (2020), Online learning is ubiquitous for millions of students
worldwide, yet our understanding of student experiences in online learning settings
is limited. Online educators find themselves in exciting times where they continue
advancing the dialogue about online learning, beyond the discussions of "is it as
good as face-to-face instruction?" to more nuanced issues such as some of the
various benefits, challenges, and misconceptions that go along with learning online.
(Publisher, 2014 p. 174).
Teachers and students around the world have faced many challenges using
online platforms for teaching and learning. It is supported by Shahzad et al. (2020),
the effects of this pandemic are unpredictable and it gives impact to the education
system; most of the countries had to adapt with the new teaching and learning
method. Online learning can be experienced in synchronous (where learners meet in
real-time) or asynchronous (where participants interact at different times)
environment using different devices such as mobile phone, laptops, etc, with
internet access (Dhawan, 2020; Singh & Thurman, 2019; Smart & Cappel, 2006).
Several studies have analyzed and revealed several potential benefits to
online learning (Bartolic-Zlomislic & Bates, 1999; Scott, Aragon, Shaik, & Palma-
Rivas, 2000; Curtis & Lawson, 2001; Taylor, 2002; Stick & Ivanko- va, 2004. There
are many rationales for offering and investing in online education, ranging from
increasing access, to improving the quality of learning, to reducing costs, to
preparing students better for a knowledge-based society, to responding to market
demand, to “lifelong” learning opportunity, to collaborative learning across the
world, to profit making (Dolence & Norris, 1995; Katz & Associates, 1999). A
philosophical shift to focus on students as experts of their own experience is
necessary. It has been suggested that the online environment is an effective
platform for promoting constructivist learning as it meets needs for students to
access academic coursework at any time while enhancing communication skills
(Schell & Janicki, 2013).
However, There has also been criticism of over reliance on the instructional
design, technological and cognitive aspects of learning with little attention to
emotional aspects (MacFadden, 2007, Montero and Suhonen, 2014, Zembylas,
2008). If approaches do not provide any details of the particular nuances of any one
individual’s experience little is known about the role of students’ feelings, thoughts
and experience in the process of their interaction and learning. Failing to explore
these “can only offer an incomplete view of the learning experience” (Montero &
Suhonen, 2014, p. 165).
Statement of The Problem
This study addresses the online class experiences of Grade 11 students’ in
PHINMA University of Iloilo. Online learning has a negative impact in students, such
as not all the students have access to reliable internet or poor internet for online
learning, besides it can affect the mental health of the student because of some
hours of focusing on gadgets for online class. However, it also has a positive impact
such as It can lessen their expenses in their daily lives, and students can access
educational resources and experts from anywhere in the world.
Significance of the Study
Understanding the online class experiences of Grade 11 students will provide
valuable insights for educators, administrators, and policymakers to improve the
quality of online education, enhance student outcomes, and inform evidence-based
decisions for future educational initiatives.
Research Questions:
1. What are the perceived benefits and challenges of online learning among Grade
11 students at PHINMA University of Iloilo?
2. What factors (e.g., teacher support, technical issues, study habits) affect
students' engagement, motivation, and academic performance in online classes?
3. How do students perceive the effectiveness of online teaching methods and
resources utilized by instructors?
RESEARCH GAP
After reviewing the online learning-related studies, the researcher identified
significant gaps in the studies that frequently highlight the general issues of online
learning but lack detailed insights into mental health conditions in specific settings.
And many studies focus on online learning challenges during the pandemic, but
fewer explore the consequences and recovery strategies specific to the students.
DEFINITION OF TERMS:
CONCEPTUAL
Online education - A flexible instructional delivery system that encompasses
any kind of learning that takes place via the Internet.
Internet - A communications medium, and people have raised objections to
speech online just as they have to speech in the real world.
Platform - consists of the software and/or hardware that allows a computer
system to run.
Communication - is the process by which information is exchanged between
individuals.
Gadget - e-commerce transactions are limited to stationary computer
networks.
OPERATIONAL
Online Education – This is a study where the teachers and the students
interact online.
Internet – This is what teachers and students use when they communicate
with each other smoothly.
Platform – This is an application that helps teachers teach successfully to
the students.
Communication – This is how teachers and students exchange information
Gadget - This is the electronic device they use to communicate with each
other.
SCOPE AND LIMITATIONS
This study dealt mainly with the experiences of Grade 11 students in PHINMA
University of Iloilo. This study is not applicable for the grade twelves and teachers
because the limit of its coverage of the study is only for 11 th grade at the University
of Iloilo as the subject of the study. We come up to conduct this research within 1
week at the PHINMA University of Iloilo
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